Argues that the individual literary work should be the first and last concern in the study of literature at the graduate level. (RB)

Questions the content, procedures, and the organization of bibliography courses, and explores the assumptions behind the current structure of such courses. (RB)

Offers some reflections on the professional commitments of undergraduate English and argues the need for establishing clearly defined educational goals. (RB)

Indicates how the province of English has changed in recent years, using a dialogue between Socrates and an English professor to dramatize the point. (RB)

Examines the kinds of change with which educational administrators must deal. (RB)

Defines and describes vocational journalism, a new subject in New York City Public Schools, and explains how it differs from traditional journalism and English courses offered in the high schools. (RB)

The results of a survey on the use of educational media and technology by high school English teachers is reported. (HB)

Supplies English departments with a rough idea of how other English departments allocate financial aid to graduate students, and discusses what English departments should do in the face of the current job crisis. (RB)

Examines the merits of using field-trips in the teaching of English to high school and college students. (RB)

Presents a method for interpreting "The Tyger" both literally and figuratively while leading into additional assignments on Blakean poetry. (RB)

Points out that teaching technical writing to students whose specialties differ can be more interesting than teaching the conventional composition courses. (RB)

Argues that teenagers want to learn and describes using the "Odyssey" to encourage fourteen year old male students to confront inner-conflicts. (RB)

Compares teaching literature to prison inmates and to college students, concluding that prisoners benefit greatly from the experience because it reestablishes a sense of identity. (RB)

Discusses a method of analyzing "A Clockwork Orange" in terms of the protagonist's personality, the point of view, and the violence-sex theme. (RB)

Concludes that teachers of English are more responsible than ever for the task of bringing to their students' attention the traditions of great art and literature. (RB)